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This study explores technology acceptance, perception and user assessment of an immersive virtual reality environment with computational fluid dynamics simulations in engineering education. 57 participants from three different institutions tested the virtual reality application. Partial least squares structural equation modeling and interferential statistics were performed to predict and assess interrelations among constructs. Results show that the learning value, content value, intrinsic motivation and personal innovativeness are underlying factors behind students’ intention to use virtual reality. Pair-wise analysis indicates that users’ perceptions matter and positively affect their attitudes. In addition, the virtual reality application helps students perform significantly better in the post-knowledge test. Findings also highlight that prior experience and interest can affect students’ attitudes and behavioral intentions to accept the virtual reality application in education. Our study can guide lecturers and developers to achieve on-target immersive virtual reality learning environments in higher education.

Virtual reality has become a significant asset to diversify the existing toolkit supporting engineering education and training. The cognitive and behavioral advantages of virtual reality (VR) can help lecturers reduce entry barriers to concepts that students struggle with. Computational fluid dynamics (CFD) simulations are imperative tools intensively utilized in the design and analysis of chemical engineering problems. Although CFD simulation tools can be directly applied in engineering education, they bring several challenges in the implementation and operation for both students and lecturers. In this study, we develop the “Virtual Garage” as a task-centered educational VR application with CFD simulations to tackle these challenges. The Virtual Garage is composed of a holistic immersive virtual reality experience to educate students with a real-life engineering problem solved by CFD simulation data. The prototype is tested by graduate students (n = 24) assessing usability, user experience, task load and simulator sickness via standardized questionnaires together with self-reported metrics and a semi-structured interview. Results show that the Virtual Garage is well-received by participants. We identify features that can further leverage the quality of the VR experience with CFD simulations. Implications are incorporated throughout the study to provide practical guidance for developers and practitioners.

Cooling crystallization of small organic molecules from solution is an important operation for the separation and purification of drug products. In this research, shear-induced nucleation from a supersaturated solution is studied in a parallel plate geometry. Under conditions of shear and small gap sizes, narrow mesoscale circular bands of small crystals appeared spontaneously and reproducibly on the plate's surface. We have investigated the connection between nucleation and the emergence of these circular patterns. Our results show that nucleation occurs preferably in zones with high local shear rate (located at the outer edges of the plates), compared to zones with low local shear rate (at the center of the plates). The time before nucleation occurs decreases significantly for increasing mean shear rate and time. The circular crystalline patterns appear at the plate's surface, where heterogeneous nucleation first occurs. Multiple hypotheses are explored to understand the pattern formation in crystallization. Since no satisfactory explanation is found, a new mechanism is proposed. This hypothesis involves crystals initially forming on the surface of the plates and undergoing stick-slip motion, which influences the local nucleation kinetics. This results in an interplay between (secondary) nucleation and stick-slip motion at the start of the crystallization process. By modifying the surface of the plates, their ability to act as a heterogeneous nucleation site can be altered, allowing control over the formation of patterns.

Virtual reality has become a significant asset to diversify tools in the support of engineering education and training. The cognitive and behavioral advantages of virtual reality (VR) can help lecturers reduce entry barriers to concepts that students struggle with. Computational fluid dynamics (CFD) simulations are imperative tools intensively utilized in the design and analysis of chemical engineering problems. Although CFD simulation tools can be directly applied in engineering education, they bring several challenges in the implementation and operation for both students and lecturers. In this study, to tackle these challenges, we developed the “Virtual Garage” as a taskcentered educational VR application with CFD simulations. The Virtual Garage is composed of a holistic immersive experience to educate students through a real-life engineering problem solved with CFD simulation data using a VR headset. The prototype is tested by graduate students (n=24). Participants assessed usability, user experience, task load and cybersickness via standard questionnaires together with self-reported questions and a semi-structured interview. Preliminary results reflect that the Virtual Garage is well-received by participants. We identify features that can further enhance the usability and user experience.

Self-assembly of cellulose nanocrystals (CNCs) doped with anisotropic gold nanorods (AuNRs) was studied by small-angle neutron scattering. Correlation distances and structured domains were analysed to determine the influence of CNC and AuNR concentration on structuring. The transfer of the nematic structure of CNCs to AuNRs is explained in terms of an entropy-driven evolution from an isotropic to a cholesteric phase, with small nematic domains already present in the "isotropic" phase in equilibrium with the chiral nematic phase.

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.

In 2015 all the United Nations (UN) member states adopted 17 sustainable development goals (UN-SDG) as part of the 2030 Agenda, which is a 15-year plan to meet ambitious targets to eradicate poverty, protect the environment, and improve the quality of life around the world. Although the global community has progressed, the pace of implementation must accelerate to reach the UN-SDG time-line. For this to happen, professionals, institutions, companies, governments and the general public must become cognizant of the challenges that our world faces and the potential technological solutions at hand, including those provided by chemical engineering. Process intensification (PI) is a recent engineering approach with demonstrated potential to significantly improve process efficiency and safety while reducing cost. It offers opportunities for attaining the UN-SDG goals in a cost-effective and timely manner. However, the pedagogical tools to educate undergraduate, graduate students, and professionals active in the field of PI lack clarity and focus. This paper sets out the state-of-the-art, main discussion points and guidelines for enhanced PI teaching, deliberated by experts in PI with either an academic or industrial background, as well as representatives from government and specialists in pedagogy gathered at the Lorentz Center (Leiden, The Netherlands) in June 2019 with the aim of uniting the efforts on education in PI and produce guidelines. In this Part 1, we discuss the societal and industrial needs for an educational strategy in the framework of PI. The terminology and background information on PI, related to educational implementation in industry and academia, are provided as a preamble to Part 2, which presents practical examples that will help educating on Process Intensification.

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff., Intensified Reaction and Separation Systems

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.

In 2015 all the United Nations (UN) member states adopted 17 sustainable development goals (UN-SDG) as part of the 2030 Agenda, which is a 15-year plan to meet ambitious targets to eradicate poverty, protect the environment, and improve the quality of life around the world. Although the global community has progressed, the pace of implementation must accelerate to reach the UN-SDG time-line. For this to happen, professionals, institutions, companies, governments and the general public must become cognizant of the challenges that our world faces and the potential technological solutions at hand, including those provided by chemical engineering. Process intensification (PI) is a recent engineering approach with demonstrated potential to significantly improve process efficiency and safety while reducing cost. It offers opportunities for attaining the UN-SDG goals in a cost-effective and timely manner. However, the pedagogical tools to educate undergraduate, graduate students, and professionals active in the field of PI lack clarity and focus. This paper sets out the state-of-the-art, main discussion points and guidelines for enhanced PI teaching, deliberated by experts in PI with either an academic or industrial background, as well as representatives from government and specialists in pedagogy gathered at the Lorentz Center (Leiden, The Netherlands) in June 2019 with the aim of uniting the efforts on education in PI and produce guidelines. In this Part 1, we discuss the societal and industrial needs for an educational strategy in the framework of PI. The terminology and background information on PI, related to educational implementation in industry and academia, are provided as a preamble to Part 2, which presents practical examples that will help educating on Process Intensification.

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff., Intensified Reaction and Separation Systems

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom's taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.

The management of bauxite residue (BR) is a major issue for the aluminum industry because of its high alkalinity and the large volumes generated. Therefore, the recovery of rare earth elements (REEs) with or without other metals from BR and utilization of the generated residue can contribute to a solution on the management problem of BR and it can be one of the options to meet the demand of REEs. In view of the above, the selective recovery of REEs over major elements such as iron by direct acid leaching was studied initially. From the leaching results, either the recovery of REEs was low or the dissolution of iron was high. To address that, iron was removed from BR by smelting. The slag generated after smelting was leached with mineral acids. The selectivity of REEs over iron was greatly improved. However, the high level of alumina presence in BR required a large amount of fluxes thereby increasing the energy consumption in smelting. Hence, the removal (and recovery) of alumina from BR by sodium carbonate roasting was carried out. The sample, after alumina removal, was smelted and the REEs were successfully recovered from slag by leaching with mineral acids. An alternative process, called sulfation–roasting–leaching, was also developed by which the REEs can be selectively leached. The scandium recovery, however, was low. Preliminary energy and economic analysis showed that alkali roasting–smelting–leaching and sulfation–roasting–leaching were the most promising processes for the treatment of BR., (OLD) MSE-1

The management of bauxite residue (BR) is a major issue for the aluminum industry because of its high alkalinity and the large volumes generated. Therefore, the recovery of rare earth elements (REEs) with or without other metals from BR and utilization of the generated residue can contribute to a solution on the management problem of BR and it can be one of the options to meet the demand of REEs. In view of the above, the selective recovery of REEs over major elements such as iron by direct acid leaching was studied initially. From the leaching results, either the recovery of REEs was low or the dissolution of iron was high. To address that, iron was removed from BR by smelting. The slag generated after smelting was leached with mineral acids. The selectivity of REEs over iron was greatly improved. However, the high level of alumina presence in BR required a large amount of fluxes thereby increasing the energy consumption in smelting. Hence, the removal (and recovery) of alumina from BR by sodium carbonate roasting was carried out. The sample, after alumina removal, was smelted and the REEs were successfully recovered from slag by leaching with mineral acids. An alternative process, called sulfation–roasting–leaching, was also developed by which the REEs can be selectively leached. The scandium recovery, however, was low. Preliminary energy and economic analysis showed that alkali roasting–smelting–leaching and sulfation–roasting–leaching were the most promising processes for the treatment of BR., (OLD) MSE-1